教育技术之人格论

Personality Theory of Educational Technology

教育技术领域现有的社会分工,造成了开发者、推广者、使用者和省察者等四类从业人员发展的片面性。各类人员都受限于各自褊狭的知识结构、固定的思维方式和单调的主体活动而极易忘记使命与担当,挤压教育技术发展的空间和格局。而教育技术事业的崇高学格却离不开四类人员对理想人格的追求。在此,基于马克思对人格的社会性本质的界定,对教育技术四类人员的劳动行为、社会关系、思维观念、发展需求等方面进行人格特征分析。开发者、推广者、使用者和省察者“笃”“巧”“罔”“慎”的人格特性当以“恕”“义”“知”“敬”为藉,笃技恕人、巧言及义、知理不罔、敬理慎言,以追求教育技术相关者的全面发展,进而促进教育工具信息化的健康发展。

The existing social division of labor in the field of educational technology has resulted in the one-sided development of four types of practitioners:developers,promoters,users,and inspectors.All of them are limited by their narrow knowledge structure,fixed way of thinking and monotonous activities,which makes it easy for them to lose their missions and commitments,and squeezing the space and pattern of the development of educational technology.However,the lofty personality of educational technology is inseparable from the pursuit of ideal personality by the four types of people.Based on Marx's definition of the social nature of personality,the personality characteristics of the four types of people are analyzed in terms of their labor behavior,social relationships,mindsets and developmental needs.The personality traits of the developers,promoters,users and inspectors,namely,"Du","Qiao","Wang"and"Shen",should be based on"forgiveness","righteousness","knowledge"and"respect"to pursue the all-round development of educational technology stakeholders,and thus promote the informatization of educational tools every day.